Assignment 7: Read the Book MI in the Elementary Classroom. Pick two activities from the back of the chapters. Implement two of these ideas into your class. Write a report of 250 (+-) words describing your activity. Be sure to tell me. a. The age of the students and grade level b. The Subject you teach c. How you implemented the activity d. How the children responded e. Will you do this again? f. What will you do differently.
Activity 1: As I have mentioned before, I teach 5th grade. I have 23 students; 11 girls and 12 boys. Even though I have been observing my students and recording them in my anecdotal records, I wanted to get to know more about their MI. I did the “My Way” survey so I could get familiarized with their abilities and interests, although I could pretty much guess what they were (and I was not wrong!). I also wanted them to know what was the best way they processed and learned new information. The results sparked a great conversation. These were the results: · Musical: 4 · Audio/Visual: 2 · Artistic: 6 · Service: 2 · Computer/Manipulative: 8 · 1 absent Taking that information into consideration and adding the fact that 40% of my students are still reading below grade level I decided to choose the “Exploration Pathway” to design an activity that would show me if they were understanding a book we started reading called “My trip to Alpha One” and if they could apply reading strategies we have been learning all throughout this semester. We started reading this book because it was related to our unit on Space and Adaptation. We had read until chapter 3 when I thought it would be beneficial for the students to summarize what they knew and make predictions on what would come next using “Storyboarding”. Students were divided into 6 mixed abilities groups:
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Musical Artistic Service Comp./manip.
Musical Artistic Service Comp./manip.
Musical Artistic Comp./manip. Comp./manip.
Musical Artistic Comp./manip. Comp./manip.
Audio/Visual Artistic Comp./manip.
Audio/Visual Artistic Comp./manip.
I based my decision on the researched done by Tomlinson since I decided to differentiate the product and the learning environment. Students were allowed to move around the classroom and to other areas of the school to work on their presentation. Some went to the lab to work there and others wanted to go to different corners of the room because that is where they felt most comfortable. I also based my decision on grouping them to the theory of Howard Gardner where he suggests that we can group them based on strength and interest. I told them that they were going to make a video that would summarize what they have understood from chapter 1 to 3 and then predict what would come in chapter 4. We talked about how filmmakers use storyboards to organize their frames and that they would use this strategy to focus only on main ideas. They were given chart paper with 12 frames to do the storyboard. They had to use between 8 and 9 frames to summarize the story in chapters 1 to 3 (Jack traveling by Voyacode from Earth to Alpha 1 and meeting aunt Catherine and the Arbos) and squares 9 to 12 to draw their predictions (What would happen to aunt Catherine and the Arbos). At the back of each frame they would have to write one sentence to describe what they would draw and write in the frame. Then they learned about the camera shots. Again at the back of each frame they would write if they would use a long, medium or close-up shot. All the students loved the activity, but the ones that really shone were the artistic, audio/visual and the computer/manipulative. They were creative and gave lot of ideas to their group on which shots to use and how to draw the pictures. At the end of the activity they wanted to turn their storyboard into a movie. Two of my students suggested using the Xtranormal website to make the video, since they had already used it to create a video on their science experiments. They are working on the videos right now and really enjoying it.
Activity 2: This activity was chosen because our next unit (the next semester) is based on the transdiciplinary theme “Who we Are”. This unit is focused on the student getting to know him/herself as a person, their values, beliefs and what they are passionate about so they can take action and change the world around them. I thought the most relevant activity for this unit was on in the Bridging Pathway called “Moral Dilemma”. I told my students the following situation (it happened at school last week): “Three boys broke into the boys bathroom during recess. One of the boys felt it was wrong and left. He was seen leaving the scene by a teacher who was working in the class in front of the bathroom. The teacher informed the principal, who confronted the boy. To complicate the situation, the other two boys had thrown a third grader’s lunchbox to the toilet, completely ruining it. The principal accused the boy and asked him who else was involved. What should he do? Should he inform the principal about the other boys who were with him?” I asked the students to brainstorm different solutions and wrote their ideas on chart paper that was displayed on the board. Then they were grouped according to how much they agreed on each idea (rated 1 for first option and 3 last option). They had to then get together in their groups and decide how they were going to convince the class that their option was the way to go. Since we had seen persuasive language before they had to use some of the phrases they had learned and the most important rule while presenting their opinions was to be respectful. I also added the activity we did in class where one group presented their opinion and individuals in the class told them “Haven’t your considered….” And they could not answer, but think about what other options they could have and reconsider it. Then they wrote what they learned in their Reflective Journals.
I would definitely do these activities again. Our next unit is on “Peace and Conflict: Managing Natural resources”. I was thinking about playing on their strengths for them to demonstrate what they have learned about the situation of natural resources in Peru and how to solve conflicts that arise from the management of those resources. They could choose to act it out or draw a picture or a poster. What I would do differently is that for this activity I would group them according to same abilities and interest groups. I am sure the presentations I would have will be amazing. I have seen students really take more of a leadership role and feel proud of their work. I would also do the second activity since in the next unit it will be very relevant. There are a lot of moral dilemmas when it comes to management of natural resources and perspectives of the people sharing those natural resources.
Assignment 6: Post a copy of your Think Tac Toe using a 3 X 3 table that is color coded. Black for Basic, Blue for mid range, Red for higher level thinking. Be sure to use Bloom’s Taxonomy to develop your TTT.
Tick Tack Toe Part of this assignment was done in class and the rest was individual work, which was finished on my own time. I decided to base the design of the activities on Bloom's taxonomy. The ones that demanded lower thinking skills were more concrete (easier -Explain, vocabulary definitions), and the ones that demanded higher thinking skills were more abstract (more difficult- compare and contrast, application of adaptation or application of Math concepts to another reality). I also based my decision on which areas to focus on by choosing the MI theory of Howard Gardner (artistic, interpersonal, logical/mathematical, writing).
WRITING Write a paragraph summarizing what you’ve learned this unit (concepts, survival needs, adaptation)
ART Draw a picture that will compare and contrast life on Mars (new colony) and life on Earth (current)
INTERPERSONAL Meet up with someone you do not regularly work with and explain what your survival need is and how you will adapt it in Mars. Demonstrate good interpersonal communication skills remembering that these skills include body language, eye contact, gestures, and words.
WRITING Write a persuasive letter to your grandma asking her to come live in Mars (use the previously learned characteristics of persuasive writing)
INTERPERSONAL Create a set of rules for the people in the colony to live by.
MATH Determine the probability of survival of your colony in Mars. Give evidence of how sustainable your solutions are for each survival need. Express these in fractions and percents.
MATH Go to the website below to get the information of which gases compose the atmosphere in Mars. Get the percents that represents each gas in the atmosphere, turn them into fractions (lowest terms), and decimals. Finally create a Circle Graph showing this information (label and title).
ART Make a table-top or Xtranormal video that shows life in your colony in Mars.
WRITING Create a memory game with the vocabulary from this unit that you think will be helpful for next year’s students.
Assignment 5: Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations.
Why do you think nature or evolution programmed some people to be different?" Evolution is based on two principles: mutation and natural selection. Mutation means that something has changed in the DNA of new generations and that mutation has made those living beings "more" or "less" prone to adaptability than others. Natural selection makes them adapt and survive or not. Civilization has destroyed the principle of natural selection. Human beings do not destroy living beings that have a "mutated" DNA, we do not abandon those living beings. If we were not civilized natural selection would have taken its course. We protect and learn from people that are different. They have survived, thrived and we have learned from them. Neither nature nor evolution programs people to be different. I believe it is random, and that evolution and the environment affect new generations. If we hadn't interfered with the natural selection process we would know which of the groups (special needs population or not) is the next step in evolution. Since we have altered this process we will not be able to see that. Who knows? Maybe having Aspergers or Autism is the next step in evolution. They are more sensitive to their surroundings and to themselves. What does this mean? The future can only tell. Society is the one that sets the norm right now and they are considered to be people with special needs. The new generations will determine in the future what is considered special needs or not; they might have an advantage and we do not know it yet.
Assignment 4: Cut and paste the Learning Matrix activity from page 3 on to your page and tell me which Special population you worked on.
Group Members
Special Population
Brief description of Population
Learning Challenges
Learning tips in content, process, Products or environment
Carolina Gayoso, Anais Buckley
Gifted and talented 1
They might show extraordinary strengths in innate understanding, natural compassion, humor, a command of language, mathematical reasoning, artistic ability, charismatic personality, mechanical ability or a combination of some of the above. They can show technical capability, perseverance, and maturity unmatched by any others in the class
Due to Now Child Left Behind most of the funds in public schools have gone to improve the performance of low average students; gifted and talented students are not being serviced.
Some parents ask in discussion pages if gifted or talented children should skip a grade, but there is a huge concern: How about their social skills?
Schools need to change the definition of smart
Do not teach content. Teach children
Focus on different intelligences Focus on other activities: music, art, creative movement, the culinary institute, physical education, and technology Teachers make sure they offers at least one activity utilizing each "smart," (body smart, picture smart, etc) and builds that into student awareness and vocabulary. Rotate activities relinquish some control and invest more trust in the students Motivation and engagement are 90 percent of the game.
Assignment 3: Tell me on your wiki page the name of the cartoon on the Cartoon Assignment on Page 2 that you worked on. Math Review: Fractions Made by Rita Valencia and Carolina Gayoso You can also find it in: http://www.youtube.com/watch?v=1ZQbDj7X4Gw
Assignment 2: Comment on your recent learning in our class about multiple intelligence theory or learning styles. One thing I learned in this class so far is that Learning Styles is different from Multiple Intelligences. The first one is the way a person best learns (Visual, Auditory or Tactile) I think this information is very valuable for my teaching. A year ago I followed a workshop on Learning Styles and since then I plan my lessons trying to create different activities to reach students with different learning styles. I make sure I present information visually. Some of this information is new or it might support texts I have read. I do this a lot in Language Arts or also during UOI to introduce new vocabulary since most of my students are EAL learners. I would introduce a topic and have pictures with words around the class so they will understand the vocabulary. I would present a video on the concept and also an article. I have to improve in presenting information or giving opportunity for students to learn more through a tactile/kinesthetic way in other subjects that is not Math.
I also have a question: Can we effectively differentiate content and learning styles so we can reach every single student? Or are we so worried about differentiating that content and meaningful teaching slip through the cracks?
Assignment 1: Tell us all 3 to 5 things about you that you would like us all to know about you. This is a written version of the Business card activity.
My name is Carolina Gayoso. I teach 5th grade Elementary. I am a homeroom teacher so I teach everything but Art, Music, PE and Spanish. What I like to teach best is Social Studies. Since I was at school what I loved was World History. I have read a lot about it and specialized in some of the topics I teach my students. I love transmitting this knowledge to them because I do it with passion and I usually add a fun fact or two for that AHA moment. I also love technology, so using new tech tools is key. The three things I would like to share with the class is that I am a definitely a visual learner: I learn best when I watch videos, look at power points, and visualize what I am reading; I love traveling: I have already bought tickets for Easter Island and NY next year; and I wish I had more time to read: I love reading and before I read 2 or 3 books a month, now I barely have time to sleep. So I have made a promise to read and read and read during vacations!
a. The age of the students and grade level
b. The Subject you teach
c. How you implemented the activity
d. How the children responded
e. Will you do this again?
f. What will you do differently.
Activity 1:
As I have mentioned before, I teach 5th grade. I have 23 students; 11 girls and 12 boys. Even though I have been observing my students and recording them in my anecdotal records, I wanted to get to know more about their MI. I did the “My Way” survey so I could get familiarized with their abilities and interests, although I could pretty much guess what they were (and I was not wrong!). I also wanted them to know what was the best way they processed and learned new information. The results sparked a great conversation. These were the results:
· Musical: 4
· Audio/Visual: 2
· Artistic: 6
· Service: 2
· Computer/Manipulative: 8
· 1 absent
Taking that information into consideration and adding the fact that 40% of my students are still reading below grade level I decided to choose the “Exploration Pathway” to design an activity that would show me if they were understanding a book we started reading called “My trip to Alpha One” and if they could apply reading strategies we have been learning all throughout this semester.
We started reading this book because it was related to our unit on Space and Adaptation. We had read until chapter 3 when I thought it would be beneficial for the students to summarize what they knew and make predictions on what would come next using “Storyboarding”.
Students were divided into 6 mixed abilities groups:
Artistic
Service
Comp./manip.
Artistic
Service
Comp./manip.
Artistic
Comp./manip.
Comp./manip.
Artistic
Comp./manip.
Comp./manip.
Artistic
Comp./manip.
Artistic
Comp./manip.
I told them that they were going to make a video that would summarize what they have understood from chapter 1 to 3 and then predict what would come in chapter 4. We talked about how filmmakers use storyboards to organize their frames and that they would use this strategy to focus only on main ideas.
They were given chart paper with 12 frames to do the storyboard. They had to use between 8 and 9 frames to summarize the story in chapters 1 to 3 (Jack traveling by Voyacode from Earth to Alpha 1 and meeting aunt Catherine and the Arbos) and squares 9 to 12 to draw their predictions (What would happen to aunt Catherine and the Arbos). At the back of each frame they would have to write one sentence to describe what they would draw and write in the frame. Then they learned about the camera shots. Again at the back of each frame they would write if they would use a long, medium or close-up shot.
All the students loved the activity, but the ones that really shone were the artistic, audio/visual and the computer/manipulative. They were creative and gave lot of ideas to their group on which shots to use and how to draw the pictures. At the end of the activity they wanted to turn their storyboard into a movie. Two of my students suggested using the Xtranormal website to make the video, since they had already used it to create a video on their science experiments. They are working on the videos right now and really enjoying it.
Activity 2:
This activity was chosen because our next unit (the next semester) is based on the transdiciplinary theme “Who we Are”. This unit is focused on the student getting to know him/herself as a person, their values, beliefs and what they are passionate about so they can take action and change the world around them.
I thought the most relevant activity for this unit was on in the Bridging Pathway called “Moral Dilemma”. I told my students the following situation (it happened at school last week):
“Three boys broke into the boys bathroom during recess. One of the boys felt it was wrong and left. He was seen leaving the scene by a teacher who was working in the class in front of the bathroom. The teacher informed the principal, who confronted the boy. To complicate the situation, the other two boys had thrown a third grader’s lunchbox to the toilet, completely ruining it. The principal accused the boy and asked him who else was involved. What should he do? Should he inform the principal about the other boys who were with him?”
I asked the students to brainstorm different solutions and wrote their ideas on chart paper that was displayed on the board. Then they were grouped according to how much they agreed on each idea (rated 1 for first option and 3 last option). They had to then get together in their groups and decide how they were going to convince the class that their option was the way to go. Since we had seen persuasive language before they had to use some of the phrases they had learned and the most important rule while presenting their opinions was to be respectful. I also added the activity we did in class where one group presented their opinion and individuals in the class told them “Haven’t your considered….” And they could not answer, but think about what other options they could have and reconsider it. Then they wrote what they learned in their Reflective Journals.
I would definitely do these activities again. Our next unit is on “Peace and Conflict: Managing Natural resources”. I was thinking about playing on their strengths for them to demonstrate what they have learned about the situation of natural resources in Peru and how to solve conflicts that arise from the management of those resources. They could choose to act it out or draw a picture or a poster. What I would do differently is that for this activity I would group them according to same abilities and interest groups. I am sure the presentations I would have will be amazing. I have seen students really take more of a leadership role and feel proud of their work. I would also do the second activity since in the next unit it will be very relevant. There are a lot of moral dilemmas when it comes to management of natural resources and perspectives of the people sharing those natural resources.
Assignment 6: Post a copy of your Think Tac Toe using a 3 X 3 table that is color coded. Black for Basic, Blue for mid range, Red for higher level thinking. Be sure to use Bloom’s Taxonomy to develop your TTT.
Tick Tack Toe
Part of this assignment was done in class and the rest was individual work, which was finished on my own time. I decided to base the design of the activities on Bloom's taxonomy. The ones that demanded lower thinking skills were more concrete (easier -Explain, vocabulary definitions), and the ones that demanded higher thinking skills were more abstract (more difficult- compare and contrast, application of adaptation or application of Math concepts to another reality). I also based my decision on which areas to focus on by choosing the MI theory of Howard Gardner (artistic, interpersonal, logical/mathematical, writing).
Write a paragraph summarizing what you’ve learned this unit (concepts, survival needs, adaptation)
Draw a picture that will compare and contrast life on Mars (new colony) and life on Earth (current)
Meet up with someone you do not regularly work with and explain what your survival need is and how you will adapt it in Mars. Demonstrate good interpersonal communication skills remembering that these skills include body language, eye contact, gestures, and words.
Write a persuasive letter to your grandma asking her to come live in Mars (use the previously learned characteristics of persuasive writing)
Create a set of rules for the people in the colony to live by.
Determine the probability of survival of your colony in Mars. Give evidence of how sustainable your solutions are for each survival need. Express these in fractions and percents.
Go to the website below to get the information of which gases compose the atmosphere in Mars. Get the percents that represents each gas in the atmosphere, turn them into fractions (lowest terms), and decimals. Finally create a Circle Graph showing this information (label and title).
Make a table-top or Xtranormal video that shows life in your colony in Mars.
Create a memory game with the vocabulary from this unit that you think will be helpful for next year’s students.
Link: http://www.spacetoday.org/SolSys/Mars/MarsThePlanet/MarsAir.html
Assignment 5: Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations.
Why do you think nature or evolution programmed some people to be different?" Evolution is based on two principles: mutation and natural selection. Mutation means that something has changed in the DNA of new generations and that mutation has made those living beings "more" or "less" prone to adaptability than others. Natural selection makes them adapt and survive or not. Civilization has destroyed the principle of natural selection. Human beings do not destroy living beings that have a "mutated" DNA, we do not abandon those living beings. If we were not civilized natural selection would have taken its course. We protect and learn from people that are different. They have survived, thrived and we have learned from them. Neither nature nor evolution programs people to be different. I believe it is random, and that evolution and the environment affect new generations. If we hadn't interfered with the natural selection process we would know which of the groups (special needs population or not) is the next step in evolution. Since we have altered this process we will not be able to see that. Who knows? Maybe having Aspergers or Autism is the next step in evolution. They are more sensitive to their surroundings and to themselves. What does this mean? The future can only tell. Society is the one that sets the norm right now and they are considered to be people with special needs. The new generations will determine in the future what is considered special needs or not; they might have an advantage and we do not know it yet.
Assignment 4: Cut and paste the Learning Matrix activity from page 3 on to your page and tell me which Special population you worked on.
Population
Some parents ask in discussion pages if gifted or talented children should skip a grade, but there is a huge concern: How about their social skills?
Schools need to change the definition of smart
Focus on different intelligences
Focus on other activities: music, art, creative movement, the culinary institute, physical education, and technology
Teachers make sure they offers at least one activity utilizing each "smart," (body smart, picture smart, etc) and builds that into student awareness and vocabulary.
Rotate activities
relinquish some control and invest more trust in the students
Motivation and engagement are 90 percent of the game.
Assignment 3: Tell me on your wiki page the name of the cartoon on the Cartoon Assignment on Page 2 that you worked on.
Math Review: Fractions
Made by Rita Valencia and Carolina Gayoso
You can also find it in:
http://www.youtube.com/watch?v=1ZQbDj7X4Gw
Assignment 2: Comment on your recent learning in our class about multiple intelligence theory or learning styles.
One thing I learned in this class so far is that Learning Styles is different from Multiple Intelligences. The first one is the way a person best learns (Visual, Auditory or Tactile) I think this information is very valuable for my teaching. A year ago I followed a workshop on Learning Styles and since then I plan my lessons trying to create different activities to reach students with different learning styles. I make sure I present information visually. Some of this information is new or it might support texts I have read. I do this a lot in Language Arts or also during UOI to introduce new vocabulary since most of my students are EAL learners. I would introduce a topic and have pictures with words around the class so they will understand the vocabulary. I would present a video on the concept and also an article. I have to improve in presenting information or giving opportunity for students to learn more through a tactile/kinesthetic way in other subjects that is not Math.
I also have a question: Can we effectively differentiate content and learning styles so we can reach every single student? Or are we so worried about differentiating that content and meaningful teaching slip through the cracks?
Please read this and let me know what you think:
http://www.edweek.org/ew/articles/2010/09/29/05schmoker.h30.html?tkn=YYYFAiDD9aHMUdH2dwAwVEipxlFkp2gcL9uY&cmp=clp-edweek
Assignment 1: Tell us all 3 to 5 things about you that you would like us all to know about you. This is a written version of the Business card activity.
My name is Carolina Gayoso. I teach 5th grade Elementary. I am a homeroom teacher so I teach everything but Art, Music, PE and Spanish. What I like to teach best is Social Studies. Since I was at school what I loved was World History. I have read a lot about it and specialized in some of the topics I teach my students. I love transmitting this knowledge to them because I do it with passion and I usually add a fun fact or two for that AHA moment. I also love technology, so using new tech tools is key. The three things I would like to share with the class is that I am a definitely a visual learner: I learn best when I watch videos, look at power points, and visualize what I am reading; I love traveling: I have already bought tickets for Easter Island and NY next year; and I wish I had more time to read: I love reading and before I read 2 or 3 books a month, now I barely have time to sleep. So I have made a promise to read and read and read during vacations!